measuring e-learning readiness of the students in tishk international university · 2020. 10....
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Measuring E-learning Readiness of the Students in Tishk
International University
Dena Rafaa Ahmed Software Department, College of Computer Science and Mathematics,
University of Mosul, Mosul, Iraq E-mail: [email protected]
Aws Y. Abed
Department of Business and Management, Faculty of Administrative
Sciences and Economics, Tishk International University, Erbil,
Kurdistan, Region/Iraq
E-mail: [email protected]
Abstract
With the advancement of technology, almost every aspect of our life is started to have an
electronic version, the availability of such technologies used to be the challenge but more
recently, the readiness of the user is growing bigger. E-learning and the students' readiness
to use such a tool in Tishk International University is the topic of this study. The study used
a questionnaire, which is consisted of 31 items with demographic data as well to collect the
required data. Results showed that the students are at the expected level of E-learning
readiness. Although some improvements are needed to meet the minimum requirements to
perform e-learning. The study selected three factors, the availability of needed technology
for e-learning, the student’s technical skills to use e-learning, the acceptance of students to
use E-learning to conduct the study.
Keywords: E-learning, Electronic Learning, Readiness, Students Readiness.
الملخص
بالتحول الى إستخدام النسخ إلكترونية، وإن توفر مثل هذه ا حياتنا تقريب ن جوانببدأ كل جانب ممع التقدم التكنولوجي ،
يعد التعليم للتعامل مع هذه التقنيات أكبر. ينالمستخدم جاهزيةت أصبح ولكن في الآونة الأخيرة التقنيات يمثل تحدي.
إستخدمت الدراسة .هذه الدراسةموضوع تشك الدولية ستخدام هذه الأداة في جامعةالإلكتروني وإستعداد الطلاب لإ
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ن الطلبة في المستوى أظهرت النتائج أ .لجمع البيانات المطلوبةمع البيانات الديموغرافية بندا 13يتكون من ستبيانا إ
الأدنى من على الرغم من بعض التحسينات اللازمة لتلبية الحد المطلوب من الجاهزية لإستخدام التعلم الإلكتروني.
ا اللازمة للتعليم ختارت الدراسة ثلاثة عوامل ، وهي توفر التكنولوجيإ لبعض العوامل. المتطلبات لأداء التعلم الإلكتروني
ستخدام التعلم الإلكتروني لإجراء الإلكتروني، المهارات التقنية للطالب لإستخدام التعلم الإلكتروني، وقبول الطلاب لإ
.الدراسة
التعليم الالكتروني، الإستعداد للتعليم الالكتروني، جاهزية الطلبة.تاحية: الكلمات المف
1. Introduction
E-learning carries all the learning material through the internet. It can be used anytime,
anywhere (Ardito, et al., 2006). E-learning delivers a learning experience by using
information technology. The E-learning market increased by 120% in 2002 and Asia, it has
increased by 25% in 2005. The reason behind the large increase in the E-learning market is
due to the high cost of conventional training. There are many companies like IBM which
saved money on training by using E-learning (Aydin & Tasci, 2005). E-learning is a good
solution for organizations that deal with fast-changing knowledge. Also, it reduces the cost
of training (Schreurs, Ehlers, & Sammour, 2008). E-learning improves the quality of
education that is provided for students and it has many advantages such as: in e-learning,
the students have access to the information from any device and this can happen any time
anywhere. It offers easy communication between lecturer and student and the registration
became easier with e-learning. E-learning will save money because the students do not
need to copy notes and buy books they can download from the internet. On the contrary,
there are some weaknesses of e-learning like the cost of internet usage, and slow speed of
internet, there are not enough computers for all students, and some people do not have good
skills to use computer, and internet (Kihara & Gichoya, 2014), and the student who will use
the E-learning system has to have good skills of using technology (Alhussen & Subhi,
2010). E-learning is expensive, and it is costly to implement. As a result, it is very
important to check the environment and e-ready before starting with it (Schreurs, Ehlers, &
Sammour, 2008) (Parkes, Stein, & Reading, 2014). To apply E-learning successfully the
study of its environment cannot be ignored. These days the E-learning system is not used
only in an educational institution; it grows, and it is used in different organizations.
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Therefore, it is important to measure the readiness of implementing the E-learning system
not only for the user but also, for other factors that can affect the readiness directly or
indirectly. To develop the E-learning system, the study of the environment is very
important (Hashim & Tasir, 2014). Before the implementation of e-learning, it is important
to study the factors that lead to the failure of the E-learning system and to design a
successful E-learning system, it is important to understand the need and the major players
in an E-learning environment (Mercado, 2008). The factors that can affect learning were
studied by many researchers (Mohammadi, 2015) (Tarhini, Hone, & Liu, 2013). Students
are one of the important factors that affect E-learning readiness. Measuring the level of
student’s readiness for E-learning is essential to construct an effective and solid E-learning
system (Ünal, Alır, & Soydal, 2014). This paper will study the readiness of students of
Tishk International University for using E-learning and check if the students can meet
minimum requirements that E-learning requires. The goal of this study is to check if the
students of Tishk International University are ready to use e-learning as a learning
environment before using it.
2. Literature Review
(Elsayed & Ali, 2010) chose a sample of students of Egyptian facility of tourism and
hotel to study the readiness assessment of the students in a facility. The results showed that
many dimensions affect the level of readiness such as skills of learning and technology in
addition to management behavior. The study showed that the level of student readiness for
E-learning is not enough. Hence, the student has to improve their skills to be able to deal
with e-learning. (Fageeh, 2011) sample of undergraduate students have been chosen from
the ELT department from king Abdullah University for this study, these students are asked
if they want to use the E-learning as a learning platform? and for their acceptance to use
this platform and E-learning environment to perform the learning activities. The data of
this research have been collected by using a questionnaire and interview-based on four
different variables, online communication, self-efficacy, motivation for learning perceived
facilitators, an inhibitor of computer- assessed language learning (CALL), language skills.
After the analysis of the attributes and factors, the author concluded that the students are
prepared well to use a new learning environment which is e-learning. The survey study of
(Nilsook, 2013) was carried out using a sample of Ph.D. students of universities of
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Thailand. This survey uses a questionnaire based on six dimensions: online skills, online
audio, and video, technology access, relationship motivation, the importance of success
and internet discussion. The survey showed that Ph.D. students have a good level of
E-learning readiness, especially for their technology access. On the other hand, the level of
motivation was lower. This study was the start point to enhance the student level for
E-learning readiness by the implementation of E-learning for innovator and discussion
skills of the internet. (Akaslan & Law, 2011) sample of 417 students in the department of
HELS was chosen for this survey. The questionnaire used to collect the data has been used
in previous studies. It based on six factors: technology, training, content, institution and
people skills. After analyzing the data, the result showed that students of this department
need more training to use e-learning. (Ünal, Alır, & Soydal, 2014) measured the students'
readiness for the information management department of Hace University. Questionnaires
of 39 items utilized in previous studies have been used to collect the data. The author’s
based their study on five factors: availability of technology, use of technology,
self-confidence, acceptance, and meaning. The result showed that the availability of
technology is not ready and it needs some work. The other factors need improvement and
in general, the students are ready, but they need some of the improvement. (Alabi & Alabi,
2010) A sample of five facilities of Lagos University in Nigeria was chosen for this study.
1,450 students were chosen as a sample for this study. The results showed that many
contracts face the student: poor economics make the technology not available or hard to get
like expensive laptops, the rooms of lectures and the classroom are not ready to be used for
e-learning, indicate internet access, power usage, ITC development in low level. The
author gave many recommendations to pass these constructs. (Afolabi, 2015) This study is
based on three questions. The first is about the availability of tools that use e-learning.
Second is about the readiness of lecturers to use e-learning. and the third is about the
readiness of students to use e-learning. A sample of students from five facilities was chosen
which includes 20 students from each faculty. Two questionnaires were used in this study;
one for students and another for lecturers. The questionnaire asked about the availability of
internet, Information, and Communication Technology (ICT) skills and people's readiness
for using E-learning. The result showed the tools are available for E-learning and both
student and lecturer are ready to use E-learning, and both meet the required skills to
perform it.
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3. Model Of E-learning Readiness
(Akaslan & Law, 2011) engaged in very detailed research about the readiness of
E-learning of university students in Turkey, the study selected students from electronic
related studies. They have used a model they used in a previous study (Akaslan & Law,
2011), the model was used to assess the readiness of the teachers' side in different
universities in Turkey working in electronic related studies as well. A model that uses to
measure teachers' E-learning readiness has been developed by Akaslan and Law (Akaslan
& Law, 2011) is suitable to measure students’ E-learning readiness, because the core
factors and sub-factors remain relevant. In comparing both models, we can find that the
model that new factors have been added to check the traditional skills of students (e.g.
management, self- responsibility, self- motivation). In Figure (1), the teachers’ model and
people are one of the main factors. This factor subsumes three attributes, experience,
attitude and confidence. The experience of Students and the confidence in using various
ICT moreover, the attitudes towards E-learning are considered as an important success
factor for e-learning. Nevertheless, the ‘People’ factor can be refined by measuring
students’ traditional skills (e.g. time management, self- responsibility, self- motivation)
(Ünal, Alır, & Soydal, 2014).
Figure (1): Akaslan and Law’s model for measuring students’ readiness for E-learning (Akaslan & Law, 2011).
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4. Methodology
The development of technology is lead to push the university to use the new
technology of learning. Going through this technology transfer to this technology is not
that easy. It needs to understand the system and know each actor in this system and if
they are ready to play their role in this environment. To know that checking if each actor
meeting his minimum requirements to use the system discovered that is very important to
perform a successful E-learning system. The student is one of the important actors in this
system, to measure the readiness level of the student. The questionnaire of 31 items gave
to 114 students from different colleges of the university. This survey depends on three
phases that affect the E-learning availability of technology, Acceptance, and skills of
using technology. Participants are asked to put their level value for each item. Table (1)
shows that all the items of the survey that was used to collect data. Participants reported
their perceptions on these items with five points started from 1 which represents "strongly
disagree" till 5 which represents "strongly agree". (Aydin & Tasci, 2005) “expected
readiness” level and which is less than, not ready, and need more work, which is ready to
use. Figure (2) show the level classification and the score for each class. This model used
by many research that studied E-learning readiness for different students from different
universities.
Figure (2): E-learning readiness assessment model (Aydin & Tasci, 2005)
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As mentioned earlier the universe of our study was defined as the students of Tishk
International university (N= 114). The students were visited in person and data were
obtained from 114 (5%) students from 6 different departments of Tishk International
university. 53% (61) of the respondents were female and 47% (53) were male. 56% (35)
of the respondents were younger than 22 years, 22% (34) were between 20-22 years, 18%
(45) were between 18-19 years.
5. Results
The E-learning readiness survey has five main components that aim to reveal the
“availability of technology” facilities, “use of technology”, “self-confidence”,
“acceptance” levels and “training” needs of the respondents. In this study,
three-component have been taken they reveal “availability of technology” facilities, “use
of technology”, “self-confidence” and“ acceptance” levels. The mean scores for
E-learning related 31 items of the survey were displayed in Table (1). According to our
assessment model, the scores for item 1 (I can access internet any time any place 2.9), 2
(The internet that I use has enough speed to download the multimedia file 3), 5 (I can get
any software that I need easily 3.1), 6 I have different image software to open different
image format 3), 7 (I have different text software to open different text format 3.2), 8 (I
have different audio software to open different audio format 3), 9 (I have different video
software to open different video format 3.2) and 26 (I use some software for homework
(AutoCAD, SPSS, MATLAB ..) (2.6 – 3.4: “Not ready needs some work”). The items 1
and 2 refer to that internet technology and its availability are not ready or not sufficient to
perform e-learning. The items 5,6,7,8 and 9 refer to that the students don’t have all the
software that need by E-learning and getting this software is not easy. On the other hand
the mean scores for the item from 10 to 25 and items from 26 to 31 (3.4 – 4.2: “Ready but
needs few improvements”). The items from 10 to 25 are belonging to determine the skills
of using technology. The items from 27 to 31 referred to the student’s acceptance to use
E-learning as a new learning environment. The items 3 (My device can be used to open
different file types (image, audio, text and video 3.4) and 4 (My device is connected to
the internet easily 3.4) (3.4 “expected level of readiness”).
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Table (1): Mean scores for the E-learning readiness survey
Factor Items
Mea
n
Sta
nd
ard
dev
iati
on
Av
ail
ab
ilit
y o
f T
ech
no
log
y
1. I can access the internet any time any
place 2.9 1.4
Not ready needs some
work
2. The internet that I use has enough speed to
download the multimedia file
3
1.3 Not ready needs some
work
3. My device can be used to open different
file type (image, audio, text, and video) 3.4
1.2
the expected level of
readiness
4. My device is connected to the internet
easily 3.4
1.3
the expected level of
readiness
5. I can get any software that I need easily
3.1
1.2 Not ready needs some
work
6. I have different image software to open
different image format
3
1.1
Not ready needs some
work
7. I have different text software to open
different text format
3.2
1
Not ready needs some
work
8. I have different audio software to open
different audio format
3
1
Not ready needs some
work
9. I have different video software to open
different video format
3.2
1.1
Not ready needs some
work
Average (Availability of Technology) 3.17 0.18 Not ready needs
some work
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Factor Items
Mea
n
Sta
nd
ard
dev
iati
on
Usa
ge
of
Tec
hn
olo
gy
1. I know how to connect my device to the
internet 3.9 1.2
Ready but needs few
improvements
2. I have good skills in using file
management(rename, delete, and create) 3.8 1.1
Ready but needs few
improvements
3. I have good skills in using a search engine
(Google, or yahoo,) 4 1
Ready but needs few
improvements
4. I know how to use e-mail 3.9 1.2 Ready but needs few
improvements
5. I know how to install any software on my
device 3.7 1.1
Ready but needs few
improvements
6. I know how to download software from
the internet 3.8 1.1
Ready but needs few
improvements
7. I know how to download a text file from
the internet 3.9 1
Ready but needs few
improvements
8. I know how to download an audio file
from my e-mail 3.6 1.2
Ready but needs few
improvements
9. I know how to download the Image file
from the internet 4 1.2
Ready but needs few
improvements
10. I know how to download an audio file
from the internet 3.8 1
Ready but needs few
improvements
11. I know how to download a video file
from the internet 4 1.1
Ready but needs few
improvements
12. I have good skills in using MS-Office
(Word, and PowerPoint) 3.7 1.2
Ready but needs few
improvements
13. I can do my homework by using MS-Word,
MS-NotePad, and MS-WordPad 3.6 1.2
Ready but needs few
improvements
14. I know which software I have to choose
for each file type 3.7 1.1
Ready but needs few
improvements
15. I know how to upload file to the internet 3.8 1 Ready but needs few
improvements
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16. I have good skills in social media usage 3.7 1.2 Ready but needs few
improvements
17. I use some software for homework
(AutoCAD, SPSS, Matlab ..) 3.3 1.25
Not ready needs some
work
Average (Usage of Technology) 3.8 0.17 Ready but needs few
improvements
Factors Items
Mea
n
Sta
nd
ard
dev
iati
on
Acc
epta
nce
of
E-L
earn
ing
1. The freedom to get the course
information at any time of the day will
help me to have more time for creative
thinking and leisure.
3.5 1 Ready but needs few
improvements
2. Using free resources such as a web-based
learning system and e-libraries helped me
to save money and effort.
3.6 1 Ready but needs few
improvements
3. Using the Web-based learning system
provides more opportunities to
participate in the class.
3.6 1 Ready but needs few
improvements
4. Using emails to communicate with other
student groups help me to save my
expense and effort.
3.7 1.1 Ready but needs few
improvements
5. Overall, using Web-based learning help
improving my quality of working life. 3.8 1
Ready but needs few
improvements
Average (Acceptance of E-Learning) 3.65 0.11 Ready but needs few
improvements
Figure (3) includes two areas of the area above the dashed line. Factor in this area
refers to “Ready for E-learning”. The second area is under the dashed line which refers to
the factor that is “Not Ready for E-learning”.
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Figure (3): The readiness for E-Learning.
6. Conclusions
In this study, the E-learning readiness of Tishk International University students was
tested with a paper-and-pen survey with 31 items that measure the perceptions of the
participants in terms of Readiness, Acceptance. The result showed that the student has
good skills to perform E-learning and the level of acceptance to use this learning
environment was at a good level. In general, the availability of technology needs more
work to be ready to cover the requirement of E-learning in Tishk International University.
The skills of the student for using the technology is ready but needs little improvement.
The students have good skills in using the internet and software and cover the
requirement that requires performing e-learning. The student can improve their self by
tacking some course about using technology. After doing the few improvements in (the
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availability of technology, the usage of technology, and the acceptance of e-learning), the
authors recommend using the full e-learning facilities in this university as the
environment is ready and the students are also ready to perform their duty in this
environment.
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